FROM MOTIVATION TO MASTERY: LESSONS FROM EXEMPLAR LECTURERS UPGRADING ICT SKILLS THROUGH PROFESSIONAL DEVELOPMENT IN GHANA

This study employed a hermeneutic phenomenology design to understand how exemplar university lecturers upgrade their Information and Communication Technology (ICT) integration skills through professional development (PD). The research focused on lecturers in a teacher education university in Ghana. Twenty (20) exemplar lecturers were purposefully selected from a target population of teacher education lecturers using snowball sampling. Data was collected through interviews which were subsequently analysed using thematic coding. The study revealed that intrinsic motivating factors for integration included the desire to work smart, personal interest, a drive for innovation, the motivation to help colleagues and students, and a commitment to lifelong learning. Factors fostering professional development included family support, a strong affinity for Mathematics and Science, the pursuit of a professional niche, and institutional elements such as support services and equipment availability. However, the study identified significant factors hindering professional development for ICT integration: Lack of adequate funding for specialized training or conference attendance, and insufficient "book and research" allowances to acquire necessary resources. Limited and generalized professional development programmes that failed to meet specific or advanced needs of lecturers across diverse subject areas; Inadequate technical support, characterized by a low number of ICT experts resulting in slow response times, and a lack of pedagogical context in their technical instructions; Lack of institutional competency requirements for technology integration, leading to a relaxed attitude among many lecturers as there is no formal pressure for skill development or promotion based on ICT proficiency. The study concluded that institutional facilities and policies are currently inadequate to support comprehensive technology integration. It recommended that the Government of Ghana and university management provide necessary ICT resources and funding for professional development, establish technology integration as a key requirement for lecturer appointments and promotions, increase the number of well-equipped ICT support staff, and implement needs-based, tailored PD programmes. This holistic approach, including encouraging exemplars to mentor colleagues, is deemed crucial for fostering widespread and effective technology integration across Ghanaian universities.